Hong Kong tertiary students' conceptions of assessment of academic ability

Wang, Zhenlin; Brown, Gavin

doi:10.1080/07294360.2014.890565

Cited by 26 publications

(17 citation statements)

References 19 publications

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“…As Biggs and Watkins (2001) found, Chinese students' motivation was influenced by external factors such as rewards, parents, etc. Similarly, this finding has been shown in other studies where Chinese university students reported that parent expectations were important to them (Peterson et al 2013;Wang and Brown 2014). It is also worth noting that English language learning has been associated with students' beliefs of upward social mobility in the Chinese context (Liu et al 2016;Pan and Block 2011).…”

Section: Discussionsupporting

confidence: 83%

Conceptions of Assessment as an Integral Part of Language Learning: A Case Study of Finnish and Chinese University Students

Liontou

2021

Languages

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Assessment is viewed as an internal and pivotal part of learning, where cultural factors, previous experiences, and future aspirations affect learners’ perceptions. In recent years, an increasing number of western universities have established their campuses or “dual” programmes in China. In the first Sino–Finnish programme, 293 Finnish and Chinese students participated in the same English for Specific Purposes (ESP) course. This study investigated students’ perceptions of assessment through an adapted version of the “Students’ Conceptions of Assessment” inventory, and it explored if the responses on each conception differ between the groups. The self-report inventory included statements based on four main conceptions of assessment: improvement, external factors, affect/benefit, and irrelevance, while open-ended questions were also included. The analysis of the open-ended questions raised the issues of teacher fairness, learner autonomy, and feedback. Additionally, differences appeared between the role of assessment and its relation to future aspirations, as well as the role of the parents. This study is a starting point for exploring the conceptions for distinct groups of students regarding assessment, providing a better understanding of students’ perceptions and discussing the implications for the language classroom.

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Section: Discussionsupporting

confidence: 83%

Conceptions of Assessment as an Integral Part of Language Learning: A Case Study of Finnish and Chinese University Students

Liontou

2021

Languages

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“…Another thing to put into account is assessment should not be a strict control system whch constrains the students autonomy (Z. Wang & Brown, 2014).…”

Section: Discussionmentioning

confidence: 99%

Practicing Entrepreneurial Learning as Learning Method at Middle School Students

Pebruanto

Hashim

2018

JEE

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Entrepreneurship education as method needs further exploration in the context of school. Entrepreneurship Center of Ciputra University collaborated with a number of schools in Indonesia developed the K-12, Ciputra Way Learning Cycle. As many as 355 final year students from six schools were involved in this study to gain better understanding towards the factors influencing entrepreneurial competences. Using the method of Structural Equation Model (SEM), result shows that growth orientation, assessment for improvement, positively influence entrepreneurial competences.

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“…Reading of the papers excluded seven papers that were reviews (Brown, 2011;Double et al, 2020;McMillan, 2016McMillan, , 2019Van der Kleij & Lipnevich, 2021;Vogl & Pekrun, 2016, Wise & Smith, 2016, five that had no measure of student perceptions of assessment (Babaii & Adeh, 2019;Chen & Lin, 2020;Gordienko, 2015;Natsis et al, 2018;Taghizadeh & Kazemzadeh, 2019), one was a content analysis of syllabi (Panadero et al, 2019), two were qualitative analysis of student drawings (Brown & Wang, 2013;Wang & Brown, 2014), and two were qualitative analysis of student comments (Cleland, & Walton, 2012;Murillo & Hidalgo, 2017). Unfortunately, two studies cited the SCoA but instead used the Teacher Conceptions of Assessment inventory (Brown, 2003) to do comparative studies between faculty and students (Fletcher et al, 2012;Hodgson & Garvey, 2020).…”

Section: Methodsmentioning

confidence: 99%

“…was a content analysis of syllabi (Panadero et al, 2019), two were qualitative analysis of student drawings (Brown & Wang, 2013;Wang & Brown, 2014), and two were qualitative analysis of student comments (Cleland, & Walton, 2012;Murillo & Hidalgo, 2017). Unfortunately, two studies cited the SCoA but instead used the Teacher Conceptions of Assessment inventory (Brown, 2003) to do comparative studies between faculty and students (Fletcher et al, 2012;Hodgson & Garvey, 2020).…”

Section: Brownmentioning

confidence: 99%

“…Working initially with university students in Hong Kong SAR (Brown & Wang, 2013;Wang & Brown, 2014), a new Chinese-SCoA inventory that was structured as a higher order factor (i.e., School Quality) with seven dependent factors (i.e., Societal Uses, Class Benefits, Accuracy, Negative Aspects, Teacher Use, Family Effects, and Competition) was developed (Brown & Wang, 2016). That model was found to be invariant among the two groups of students in Chinese mainland (i.e., postgraduate and pre-bachelor degree) but nonequivalent to students in Hong Kong SAR.…”

Section: Assessment Purposesmentioning

confidence: 99%

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Student Conceptions of Assessment: Regulatory Responses to Our Practices

Brown

2021

ECNU Review of Education

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Purpose: Universities assess and evaluate students concerning competence in essential disciplinary knowledge and skills. Those assessments impact learners’ attitudes, beliefs, and emotions. Negative impacts may be overcome if students regulate their responses to assessment and feedback. Design/Approach/Methods: This article systematically locates research studies that cite three key early papers around student conceptions of assessment (SCoA). A narrative synthesis is based on 22 papers. Findings: In addition to the SCoA, 11 different research inventories reveal a variety of regulatory responses that are enhanced when assessments are deliberately formative, fair, and trustworthy. There is broad interest in this phenomenon but little consistency in methods and even the SCoA has little consistency in factor structure across jurisdictions. Only one study provided an objective behavioral measure to validate self-reports, which are the dominant form of research. Originality/Value: This review gives readers insights into how assessment influences student thinking and how student cognition can regulate success.

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Hong Kong tertiary students' conceptions of assessment of academic ability

Cited by 26 publications

References 19 publications

Conceptions of Assessment as an Integral Part of Language Learning: A Case Study of Finnish and Chinese University Students

Conceptions of Assessment as an Integral Part of Language Learning: A Case Study of Finnish and Chinese University Students

Practicing Entrepreneurial Learning as Learning Method at Middle School Students

Student Conceptions of Assessment: Regulatory Responses to Our Practices

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